Our librarians offer one-on-one, personal research help.

Our Succeed at CLC program offers opportunities to prepare, study and connect.

Succeed at CLC helps you reach your educational potential. Stop in for a workshop on setting goals, studying, using CLC technology and much more. Or study with friends at a Study Zone (plus free coffee and tea).

Our career services help you to find employment while you're a student as well as after your graduate.

Our two nationally accredited Children's Learning Centers provide a place for your child to learn and play in modern, secure surroundings, supervised by child-care professionals while you’re in class.

CLC provides a safe and secure environment.

CLC cares about your academic and personal success, and we know that feeling safe and secure is essential to fulfilling your potential. That’s why we have developed “CLC Cares,” a package of services to help students in crisis, define and uphold behavioral standards and maintain strong compliance with Title IX.

“Besides the professors, the free tutoring in the Math and Writing Center is also very helpful. ”
— Angelo Schulz

“Another great resource at CLC is the free Writing Center. The tutors there can help you with important steps such as developing a thesis and incorporating transitions between paragraphs. Many four-year universities don’t offer this service for free.”
— Charlice Nwobodo

“I spent four years in the Navy before enrolling at CLC, and the college’s program for veterans is absolutely fantastic. The staff are quick to respond and are very attentive to your concerns, whether it’s applying to the college, paying for your education or other issues. To have a liaison to help you is really important. ”
— Scott Segel

“My counselor knows me by face and name, and the librarians and professors are all very kind.”
— Estefani Marino

Itzel Hernandez

A.A., ’14, transferring to National Louis University.

“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”

Jennifer Behl

ER nurse; College of Lake County '10; University of Illinois-Chicago '15.

Joanne Gerlach

Returning adult student, landscape and design.

“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”

Kendall Welton

A.A., ’14, transferring to Concordia University to study nursing.

“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”

Marcelo Vega

A.A., certificate in wellness coaching, ‘14.

“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”

Nitin Tangellamudi

CLC 2014-15; now an industrial engineering major at the University of Illinois, Urbana-Champaign.

“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”

Peter Keres

Entrepreneur, owner of Aristaeus Specialty Foods, LLC.

“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”

Rose Anne De Leon

College of Lake County, ’07; B.A., Northeastern Illinois University ’10, now a copy editor for Shaw Media.

“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”

Sally E. Fleissner

A.A.S., Paralegal Studies, ’13; now working on a bachelor’s degree at Roosevelt University.

“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”

Samara Giron

Mechatronics technology student; planning to earn a certificate in 2016.

Stephen Cartwright

A.A., ’11; BA, Trinity International University, ‘13.

“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”

Tijuana Ewing

Certificate in mechatronics technology, '15.

“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”

Victoria Moran

A.A.S., hospitality and culinary management, '15; plans to earn an A.A.S. in baking and pastry arts in '16 and become a baker.

“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”

Lynn Harper

Instructor, communication

“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”

Patrick Gonder

Instructor, English

“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”

Tamara Wolff

Instructor, English

“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”

Diane Wolter

Instructor, early childhood/elementary education

“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”

Bill Kellerhals

Instructor, laser/photonics/optics

“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”

Mick Cullen

Instructor, human services

“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”

Shanti Chu

Instructor, philosophy

“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”

John North

Instructor, computer information technology

“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”

Chris Utecht

Instructor, criminal justice

“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”

Gayle Miller

Instructor, paralegal studies

“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”

Elisabeth Martin

Instructor, biology

“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”

Bob Remedi

Instructor, biology

“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”

Jeanne Simondsen

Instructor, chemistry

“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”

Jeffrey Andrews

Instructor, mathematics

Kimberly Boyke

Instructor, mathematics

“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”

Donna Carlson

Instructor, mathematics

“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”

Amy Curry

Instructor, mathematics

Tracey Hoy

Instructor, mathematics

“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”

Lance David

Instructor, automotive technology

“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”

David Groeninger

Instructor, history

“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”

Josie Faulk

Instructor, history

“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”

Nora Benjamin

Instructor, psychology

“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”

Martha Lally

Instructor, psychology

“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”

Frederic Hutchinson

Instructor, sociology

“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”

Sonia Oliva

Instructor, sociology

“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”

Suzanne Pryga

Instructor, sociology

“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”